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|The aim of this study was to investigate the effects of screencast with narration and without narration in enhancing learning performance. A series of screencast teaching Flash animation software was developed using screen capture software for the purpuse of this research. The screencast series were uploaded to specialized channels created in YouTube video sharing platform. The study was conducted under the online self-paced learning condition. A pre-test post-test experimental design was used involving two different groups that studied the two different strategies. Data collected were analyzed using one-way ANOVA test. The results indicate that screencast with narration was significantly more effective than screencast without narration in enhancing students’ learning performance. Moreover, from the observation, it was revealed that screencast with narration, published and shared online, can be a potential strategy in reducing learning duration. Taken together, the findings provide evidence that screencast with narration can be used for online self-paced learning that is not only effective but also efficient. Keywords: Digital video, learning, narration, online, screencast, screen capture, video sharing INTRODUCTION The emergence of video sharing technology in internet world is fascinating. The technology offers great choice for users throughout the world to share their videos online. The audience for online video sharing such as YouTube and Google Video shows continues growth across all demographic groups, far outpacing the adoption rate of many other internet activities (Madden, 2009). Furthermore, high speed broadband connectivity initiative enables fast uploading and downloading for smooth viewing experiences of these online video contents. Capitalizing on all of these advancements, efforts to harness the benefits of video sharing in online education are becoming more and more imperative as it has opened a new channel for teaching and learning process - benefiting both the educators and students. Video technology is a rapidly evolving technology that continues to be used overzealously in education; however, there are relatively few empirical evaluations on the effective use of video for learning vis-a-vis other computeraided instructions as shown in Table 1 (Schwartz & Hartman, 2007). Thus, the need for research to investigate the effectiveness of this technology in education especially on the instructional design issues and implementation methods is not only important, but also urgently needed (Snelson, 2008).
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